Gradual Release of Responsibility Model indicates a progression from teacher modeling to shared reading and writing, to guided reading and writing in small groups and to sustained reading and writing. Figure14.1shows the gradual release of responsibility model of instruction developed by Pearson and Gallagher (1983), and Figure 14.2 inspired by Ritterskamp and Singleton (2001), shows the model applied to key aspects of a comprehensive literacy program. (Constance Weaver, Reading Process and Practice, Ch.14: Teaching Comprehension Strategies and Phonics Skills, p.326-327, 2002).
Just as we teach swimming by gradually removing supports (scaffolding) from students in order that they learn to be successful independent swimmers, we must teach literacy in the same way. For example, we know that activating prior knowledge allows someone to be a more proficient reader. The question then becomes, “How do we teach students to activate prior knowledge when they read”. The answer? Teach the strategy explicitly using a gradual release of responsibility process. ·First, by modeling the particular strategy.
·Second, by using the strategy in a large group setting with the teacher directly participating for direction and support. ·Third, by expecting students to use the strategy in small group settings with the teacher stepping back from direct participation in order to monitor the use of the strategy.
·Finally, by expecting each student to use the strategy independently while the teacher is monitoring the work both directly by observing students and indirectly by reviewing student work (logs, response journals, writing.) Examples of classroom activities that help students activate prior knowledge: KWL charts, Anticipation Guides, Webbing/ Listing, making predictions and providing students with considerate texts (picture books, historical fictions, videos, and visual texts) before using inconsiderate texts (many classroom textbooks).
Just as we teach swimming by gradually removing supports (scaffolding) from students in order that they learn to be successful independent swimmers, we must teach literacy in the same way. For example, we know that activating prior knowledge allows someone to be a more proficient reader. The question then becomes, “How do we teach students to activate prior knowledge when they read”. The answer? Teach the strategy explicitly using a gradual release of responsibility process.
· First, by modeling the particular strategy.
· Second, by using the strategy in a large group setting with the teacher directly participating for direction and support.
· Third, by expecting students to use the strategy in small group settings with the teacher stepping back from direct participation in order to monitor the use of the strategy.
· Finally, by expecting each student to use the strategy independently while the teacher is monitoring the work both directly by observing students and indirectly by reviewing student work (logs, response journals, writing.)
Examples of classroom activities that help students activate prior knowledge: KWL charts, Anticipation Guides, Webbing/ Listing, making predictions and providing students with considerate texts (picture books, historical fictions, videos, and visual texts) before using inconsiderate texts (many classroom textbooks).